الخلاصة:
اختلفت نظرة المجتمعات في الآونة الأخرة تجاه الأشخاص ي ذوي الإعاقة؛ فبدلاً من التعامل معهم عى أنهم مشكلات مجتمعية، ل وعوائق تنموية أصبح هناك اتجاه آخر نحو إمكانية احتوائهم داخل مجتمعاتهم باعتبارهم طاقة بشرية منتجة يمكن استثمارها في تنمية وتطوير مجتمعاتهم. فهؤلاء الأفراد قُدّر لهم أن يكونوا من ذوي الإعاقة لحكمة لا يعلمها سوى الله عز وجل؛ وعى الرغم من ذلك فإن هناك ل كثرًا من الأشخاص العاديين ما زالوا يشعرون بالقلق حيال تعاملهم ي مع هؤلاء الأفراد؛ وقد يرجع السبب في ذلك إلى انتشار ثقافة خاطئة حول ماهيتهم، وخصائصهم، وقدراتهم، وكيفية التعامل معهم؛ ما أدى إلى تضارب التوجهات، والرؤى حول كيفية التواصل معهم، ومدى أحقيتهم في الاندماج وسط مجتمعاتهم مثل أقرانهم العاديي: نفهناك فريق يؤيد عزل هؤلاء الأفراد بعيداً عن مجتمعاتهم، نظراً لعجزهم، وضعف قدراتهم عى التكيف مع متطلبات الحياة اليومية، إضافة ل إلى خطورة التعامل معهم أحياناً لما عرف عن كونهم أشخاصاً يتسمون بسرعة الغضب، والعدوانية، والانطواء، ويرى فريق آخر أهمية احتوائهم من خلل إشباع الجوانب الوجدانية لديهم بمزيد من الاهتمم، والحنان اا والود، وهو ما يسميه البعض العطف والشفقة نظراً لظروفهم الخاصة، أما الفريق الثالث فرفض فكرة عزلهم وإبعادهم عن ذويهم ومجتمعاتهم ي إلا في الحالات الحرجة التي يقررها الأطباء والاختصاصيون لعدم إيذاء أنفسهم، أو من يحيطون بهم، وينادي بأهمية دمجهم وسط مجتمعاتهم؛ ليس تحت بند العطف، والشفقة لكن لتفعيل حقوقهم الإنسانية التي طالما تحدثت عنها المنظمت الدولية المنوطة بحقوق الإنسان، وطالب بها عدد امن الجمعيات والمؤسسات الخاصة برعاية شئونهم؛ حتى نصت الدساتر ي في غالبية بلدان العالم عى القواني التي تكفل لهم حقهم في الحياة، وفي نلالتعليم، وفي العمل، بم يتلاءم مع ظروفهم الخاصة.
This book intends to provide a simplified background to the reader in order to enable him to create a comprehensive approach towards people with special educational needs; starting from the belief that every individual with special needs can learn and qualify to become a useful and acceptable member in society provided that appropriate means to achieve this aim are offered. These means will be available only through concerted efforts of all public and private community institutions sectors. Numerous opinions and trends emerged focusing on people with special needs. Opinions of supporters and opponents were given regarding the integration of those people in societies, the possibility of investing their energies, activating their abilities as a contribution to meet their needs on one hand, and to reduce the negative effects of their disabilities on the other hand. An attempt is required to remove the mystery around those people without exaggeration, and to help them and to support them to complete their normal lives amid their normal peers, as they are considered a productive human energy to be invested in the development of their communities, rather than dealing with them as societal problems and obstacles in the face of development. The book comprises nine chapters. The first chapter includes the most important and prominent concepts and terms related to the field of people with special educational needs, as well as some Arab and international statistics of the rates of people with special needs. It explains the significance of these statistics and the way to benefit from them. The second chapter includes an explanation of the causes of disability and their classifications in addition to discussing and debating the educational importance behind identifying them. The third chapter reviews the legislations and laws of the rights of people with special educational needs in education at the global, regional and local levels (in the United States , Sweden, Arabic and relevant laws and in Egypt). The fourth chapter reviews the most prominent contemporary trends in the education of people with special educational needs, integrating them into the society of ordinary people, the most appropriate learning environments and models of the mechanisms of their education in regular educational institutions (governmental). In the fifth chapter, the author offers a comprehensive vision of how to teach people with special educational needs from the viewpoint of some teachers; he also offers an explanation of indicators to identify disability, the sources of learning for people with special educational needs, methods and strategies of teaching through the sources and educational techniques room. Chapters six, seven and eight are allocated to the education of some of the people with special educational needs (people with hearing, visual, mental, physical and health disabilities) through the research and discussion of the most prominent medical and educational definitions, public properties, methods of communication, and indicators of disability, as well as the most prominent educational practices and appropriate adjustments for each disability and the most appropriate methods and strategies of teaching, preferably used in the education of each category. The author sheds light, in these chapters, on the use of modern technological techniques in the teaching and learning of each category separately
اختلفت نظرة المجتمعات في الآونة الأخرة تجاه الأشخاص ي ذوي الإعاقة؛ فبدلاً من التعامل معهم عى أنهم مشكلات مجتمعية، ل وعوائق تنموية أصبح هناك اتجاه آخر نحو إمكانية احتوائهم داخل مجتمعاتهم باعتبارهم طاقة بشرية منتجة يمكن استثمارها في تنمية وتطوير مجتمعاتهم. فهؤلاء الأفراد قُدّر لهم أن يكونوا من ذوي الإعاقة لحكمة لا يعلمها سوى الله عز وجل؛ وعى الرغم من ذلك فإن هناك ل كثرًا من الأشخاص العاديين ما زالوا يشعرون بالقلق حيال تعاملهم ي مع هؤلاء الأفراد؛ وقد يرجع السبب في ذلك إلى انتشار ثقافة خاطئة حول ماهيتهم، وخصائصهم، وقدراتهم، وكيفية التعامل معهم؛ ما أدى إلى تضارب التوجهات، والرؤى حول كيفية التواصل معهم، ومدى أحقيتهم في الاندماج وسط مجتمعاتهم مثل أقرانهم العاديي: نفهناك فريق يؤيد عزل هؤلاء الأفراد بعيداً عن مجتمعاتهم، نظراً لعجزهم، وضعف قدراتهم عى التكيف مع متطلبات الحياة اليومية، إضافة ل إلى خطورة التعامل معهم أحياناً لما عرف عن كونهم أشخاصاً يتسمون بسرعة الغضب، والعدوانية، والانطواء، ويرى فريق آخر أهمية احتوائهم من خلل إشباع الجوانب الوجدانية لديهم بمزيد من الاهتمم، والحنان اا والود، وهو ما يسميه البعض العطف والشفقة نظراً لظروفهم الخاصة، أما الفريق الثالث فرفض فكرة عزلهم وإبعادهم عن ذويهم ومجتمعاتهم ي إلا في الحالات الحرجة التي يقررها الأطباء والاختصاصيون لعدم إيذاء أنفسهم، أو من يحيطون بهم، وينادي بأهمية دمجهم وسط مجتمعاتهم؛ ليس تحت بند العطف، والشفقة لكن لتفعيل حقوقهم الإنسانية التي طالما تحدثت عنها المنظمت الدولية المنوطة بحقوق الإنسان، وطالب بها عدد امن الجمعيات والمؤسسات الخاصة برعاية شئونهم؛ حتى نصت الدساتر ي في غالبية بلدان العالم عى القواني التي تكفل لهم حقهم في الحياة، وفي نلالتعليم، وفي العمل، بم يتلاءم مع ظروفهم الخاصة.
This book intends to provide a simplified background to the reader in order to enable him to create a comprehensive approach towards people with special educational needs; starting from the belief that every individual with special needs can learn and qualify to become a useful and acceptable member in society provided that appropriate means to achieve this aim are offered. These means will be available only through concerted efforts of all public and private community institutions sectors. Numerous opinions and trends emerged focusing on people with special needs. Opinions of supporters and opponents were given regarding the integration of those people in societies, the possibility of investing their energies, activating their abilities as a contribution to meet their needs on one hand, and to reduce the negative effects of their disabilities on the other hand. An attempt is required to remove the mystery around those people without exaggeration, and to help them and to support them to complete their normal lives amid their normal peers, as they are considered a productive human energy to be invested in the development of their communities, rather than dealing with them as societal problems and obstacles in the face of development. The book comprises nine chapters. The first chapter includes the most important and prominent concepts and terms related to the field of people with special educational needs, as well as some Arab and international statistics of the rates of people with special needs. It explains the significance of these statistics and the way to benefit from them. The second chapter includes an explanation of the causes of disability and their classifications in addition to discussing and debating the educational importance behind identifying them. The third chapter reviews the legislations and laws of the rights of people with special educational needs in education at the global, regional and local levels (in the United States , Sweden, Arabic and relevant laws and in Egypt). The fourth chapter reviews the most prominent contemporary trends in the education of people with special educational needs, integrating them into the society of ordinary people, the most appropriate learning environments and models of the mechanisms of their education in regular educational institutions (governmental). In the fifth chapter, the author offers a comprehensive vision of how to teach people with special educational needs from the viewpoint of some teachers; he also offers an explanation of indicators to identify disability, the sources of learning for people with special educational needs, methods and strategies of teaching through the sources and educational techniques room. Chapters six, seven and eight are allocated to the education of some of the people with special educational needs (people with hearing, visual, mental, physical and health disabilities) through the research and discussion of the most prominent medical and educational definitions, public properties, methods of communication, and indicators of disability, as well as the most prominent educational practices and appropriate adjustments for each disability and the most appropriate methods and strategies of teaching, preferably used in the education of each category. The author sheds light, in these chapters, on the use of modern technological techniques in the teaching and learning of each category separately